The effectiveness of interpersonal psychotherapy on reducing anxiety and improving English reading skills in dyslexic students

Document Type : Research Paper

Author

Assistant Professor of English Language Education, University of Mohaghegh Ardebili

10.22098/jld.2020.859

Abstract

The purpose of this study was to investigate the effectiveness of interpersonal psychotherapy on reducing anxiety and improving English reading skills of dyslexic students. The research method is a quasi-experimental pretest-posttest with a control group. The population consisted of all dyslexic students in Karaj city in the academic year 2016-2017 of whom 31 participants were selected by purposive, availability sampling and randomly assigned into an experimental (15) and a control group (16). The anxiety questionnaire was used for the students as a pretest as well as the Topnotch Placement Test. The participants were then subjected to interpersonal psychotherapy for 8 sessions of 60 minutes. The control group did not receive any intervention. After performing the treatment, the results were compared with covariance analysis and an independent samples t-test. The findings showed a significant reduction in students' anxiety in the experimental group compared to the control group (p < .001). Moreover, there was a statistically significant difference between the performance of experimental over the control group in the reading comprehension. Therefore, interpersonal psychotherapy can be used for dyslexic students and can be used as a psychological intervention along with other interventions.

Keywords

References

امین بیگی، علی. (1377). مقایسه مهارت های حل مسأله اجتماعی دانش آموزان عادی و دارای اختلال رفتاری 9 و 15 ساله شهر تهران در سال تحصیلی 77-1367. پایان نامه کارشناسی ارشد روانشناسی. دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبایی.
بخشانی، نورمحمد (1372). بررسی اثربخشی روش رفتاری-شناختی در درمان حالات اضطرابی، پایان نامه کارشناسی ارشد روانشناسی بالینی، انستیتو روانپزشکی تهران.
سامع سیاهکردی، لاله؛ علیزاده، حمید و کوشش، محمدرضا (1388). تأثیر آموزش مهارت های ادراک بینایی بر بهبود عملکرد خواندن در دانش آموزان نارساخوان. مجله تازه های علوم شناختی، 11(2)، 73-63.
سلیمانی مهدی، محمدخانی پروانه، دولتشاهی بهروز (1387). تأثیر رواندرمانی بین فردی گروهی کوتاه مدت در کاهش علائم افسردگی دانشجویان و اثر این درمان بر سبک اسناد و نگرشهای ناکارآمد. پژوهش های روانشناختی، 21، 65-41.
سلیمانی، اسماعیل؛ زاهد بابلان، عادل؛ فرزانه، جبرائیل و ستوده، محمدباقر. (1390). مقایسه نارسایی هیجانی و مهارت های اجتماعی دانش آموزان دارای اختلال یادگیری و بهنجار. مجله­ی ناتوانی های یادگیری، 1(1)، 93-78.
مرادی، علیرضا؛ شکری، امید و دانشورپور، زهره (1386). تأثیر روان درمانی بین فردی بر درمان افسردگی نوجوانان:  مطالعه موردی. فصلنامه پژوهش در سلامت روانشناختی، 1 (3)، 5-28.
یحیی‌زاده، آیدا و حسین‌خانزاده، عباسعلی (1394). اثربخشی داستانخوانی بر افزایش انگیزش خواندن دانش‌آموزان با نارساخوانی. فصلنامة روانشناسی افراد استثنایی، 5 (20)، 39-54.
Abidin, R. (1990). Introduction to The Special Issue: The Stresses of Parenting. Journal of Clinical Child Psychology, 19, 298-301.
Al-Yagon, M. & Mikulincer, M. (2004). Patterns of close relationships and socioemotional and academic adjustment among school-age children with learning disability. Learning Disabilities Research & Practice, 19(2), 12–19.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed). Arlington, VA: American psychiatric publishing.
Amin Beigi, Ali. (2003). Comparison of Social Problem Solving Skills of Normal Students with Behavioral Disorders of 9 and 15 Years Old Students in Tehran in the School Year 1999-2007. Master of Science in Psychology. Faculty of Psychology and Educational Sciences, Allameh Tabatabai University. (Persian).
Auerbach, J. G. Gross-Tsur, V. Manor, O. & Shalev, R.S. (2008). Emotional and Behavioral characteristics over a six-year period in youths with persistent and non-persistent dyscalculia. Journal of Learning Disabilities, 41, 263–273.
Badian, N. A. (1999). Reading disability defined as a discrepancy between listening and reading comprehension: a longitudinal study of stability, gender differences, and prevalence. Journal of Learning Disabilities, 32(2), 138-148.
Bakhshani, N (1993). The Effectiveness of Cognitive-Behavioral Approaches in the Treatment of Anxiety Disorders, Masters Degree in Clinical Psychology, Tehran Psychiatric Institute. (Persian).
Beck, A.T. Steer, R.A. & Garbin, M. (1988). Psychometric Properties of the Beck Depression Inventory, Twenty-five Years of Evaluation, Clinical Psychology Review, 8(1), 77-100.
Chan, R, T. (2005). Interpersonal psychology as a treatment model for depressed with chronic medical problems. Clinical child psychology and psychiatry. 10(1): 88-101.
Dabrowska, A. & Pisula, E. (2010). Parenting stress and coping styles in mothers and fathers of pre-school children with autism and Down syndrome. Journal of Intellectual Disability Research, 54 (3), 66-80.
Dempsey, I. Keen, D. Pennell, D. O’Reilly, J. & Neilands, J. (2009). Parent stress, parenting competence and family-centered support to young children with an intellectual or developmental disability. Research in Developmental Disabilities, 30(3), 58–66.
Hulme, C. & Snowling, M. J. (2016). Reading disorders and dyslexia. Current Opinion in Pediatrics, 28(6), 731–735.
Hutzler, F. Kronbichler, M. Jacobs, A. M. & Wimmer, H. (2005). Perhaps correlational but not causal: No effect of dyslexic readers' magnocellular system on their eye movements during reading. Neuropsychologia, 44(10), 637-648.
Jane, L. (2008). Social–cognitive problem–solving skills and the learning disabled: An investigation of parenting influences. Unpublished doctoral dissertation, Temple University.
Klassen, R. M. & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescence with Learning disabilities and their specialist teachers. Journal of Learning Disability, 40, 494–507.
Klerman, G. L. Rounsaville, B. Chevron, E. Neu, C. Weissman, M,M. (1979). Manual for short-term interpersonal therapy (IPT) of depression. New Haven-Boston Collaborative depression project.
Miller, M, D. (2008). Using interpersonal therapy (IPT) with older adult today and tomorrow. A review of the literature and new developments. Current psychology Reports. 10 (1), 16-22.
Mitchell, R. Myles, F. & Marsden, E. (2019). Second language learning theories (4th ed). New York, NY: Routledge.
Moradi, A. Shokri, O. & Daneshvarpour, Z. (2007). The effect of interpersonal psychotherapy on the treatment of adolescent depression: A case study. Journal of Research in Psychological Health, 1 (3), 5-28. (Persian).
Ohare, A. (2010). Dyslexia: What do pediatricians need to know? Journal of Pediatrics and Child health, 20, 338-340.
Patry, S. (2001). Interpersonal psychotherapy in the treatment of depression. The Canadian Journal of CME, 13, 31-45.
Pelco, L. E. & Reed-Victor, E. (2007). Self-regulation and learning-related social skills: Intervention ideas for elementary school students. Preventing School Failure, 51(3), 36-42.
Ramus, F. Marshall, C. R. Rosen, S. & Lely, H. (2013). Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional Model. Journal of Neurology, 136(2), 630-645.
Sideridis, G. D. (2007). International approaches to learning disabilities: More alike or more different. Learning Disabilities Research Practice, 22, 210–215.
Samie Siahkordi, L. Alizadeh, H. & Koushash, M (2009). The Effect of Visual Perception Skills Training on Improving Reading Performance in Dyslexic Students. Journal of Cognitive Sciences, 11 (2), 73-63. (Persian).
Singer GH. (2006). Meta-analysis of comparative studies of depression developmental disabilities. American Journal of Mental Retardation, 111(3), 69-155.
Soleimani M. Mohammad Khani, P. & Dolatshahi B. (2008). The effect of short-term group interpersonal psychotherapy on reducing students' depression symptoms and the effect of this treatment on attribution style and dysfunctional attitudes. Psychological Research, 21, 65-41. (Persian).
Snowling, M. J. & Hulme, C. (2011). Interventions for children's language and literacy difficulties. International Journal of Language & Communication Disorders, 47(1), 27–34.
Snowling, M. J. & Melby-Lervåg, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin, 142(5), 498–545.
Toro, P. A. Weissberg, R. P. Guare, J. & Liebenstein, N. L. (1990). A comparison of children with and without learning disabilities on social problem–solving skill, school behavior, and family background. Journal of Learning Disabilities, 23, 115-120.
Weissmen, M. M. Markowitz, J. C. Klerman, G, L. (2007). Clinician’s quick guide to interpersonal psychology. New York, Oxford University press.
Wiener, J. (2004). Do peer relationships foster behavioral adjustment in children with? Learning disabilities? Learning Disability Quarterly, 27(8), 21–30.
Yahyaizadeh, A. & Hossein Khanzadeh, A. (2015). The Effectiveness of Storytelling on Increasing the Reading Motivation of Students with Dyslexia. Journal of Exceptional Psychology; 5 (20), 39-54. (Persian).
 
Journal of Learning Disabilities
Volume 9, Issue 2 - Serial Number 33
February 2020
Pages 116-131

Files

Share

How to cite

Statistics